This self-study explores the instruction of a novice teacher by an expert mentor teacher, while applying the strategy of asking questions instead of the more common pattern of giving advice and guidance in the form of telling. The study examines the educational potential embedded in the question-asking strategy as a key mentoring resource when used between an experienced teacher educator and a novice teacher for the professional development of both. The research data were collected by documenting their personal meetings and collecting the email printouts and notes written by the expert mentor in the novice teacher's journal. The findings from the self-study were analyzed and classified into four categories that explore the professional growth of the mentor and novice teacher. The process of a reflective dialog led to critical reflection and a change in the paradigm of the novice and expert teacher relationship. The non-judgmental questioning dialog between two learners strengthened the novice teachers' self-confidence and professional identity and led to a reframing of the expert teacher's mentoring style. (Contains 1 figure.)